How do people experience engagement? We explore this question by interpreting stories of engagement, stories associated with projects undertaken in conjunction with the W. K. Kellogg Foundation's Leadership for Institutional Change (LINC) initiative. The stories convey a sense of what it means to be and feel engaged: it is a resonant experience,…

Two teachers challenge the rich versus poor metaphor which designates the school culture as superior to the home culture as they examine teachers' perceptions of how family literacy is represented in the elementary language arts curriculum.

The essays in this collection represent the many ways in which the academic world is in flux. The collection suggests guidance for organizations and individual faculty, looks at decision-making structures, offers advice about empowering a faculty, and addresses the responsibilities of the academic in the current educational climate. The essays,…

A study explored learners' understanding of their own changing perceptions as they study the theory and research of aging and track their development in personal journals. The writings of 280 graduate and undergraduate students in gerontology classes, aged 18-75, were analyzed for personal assessments of their own learning. Among the themes that…

Illustrates techniques to foster transformative learning in computer-assisted literature classes: (1) a lesson plan on John Donne's "A Valediction: Forbidding Mourning"; (2) a plan to analyze "Oedipus Rex" using the "Daedalus" Interactive Writing Environment; and (3) a demonstration of how students engage in "meta-reflection" as they explore…

This article describes the integration of transformational geometry, mathematics, history, art, and cultural studies in a middle-grades mathematics classroom. Its intent is to illustrate how providing students with real-world experiences allows them to see and model mathematics as an integrated whole and make both thoughtful connections between…

Collaborative music making continues to be a powerful means of facilitating group knowledge construction and emancipatory learning in communities.

This article presents a longitudinal research study that led to the development of a theoretical framework for explaining how students experience the process of transformational learning in service-learning. The article describes nonreflective and reflective dimensions of the process of transformational learning. The author recommends that future…

The TRIO Project (Teacher Training & Research for Individuals & Organisations) began with the notion that cross-cultural reflection could be an effective tool by which teachers could examine their personal belief systems about learning, teaching and pupil guidance. University-based teacher educators from four countries, the Netherlands,…

The role and numbers of teaching assistants (TAs) in English schools has grown dramatically in recent years. This is associated with professional development which could give access to Qualified Teacher Status. This part-time, school-based route is consistent with the growth of alternative routes into teaching that are based on an…

In the field of Christian higher education, some educators are more concerned with marketing their programs to nontraditional students, the fastest growing segment of new enrollments. Although many view that as a blessing, the issues of mission and specifically spirituality are of concern to educators and administrators who want to avoid the…

This paper discusses the role of blended learning in teacher education on a Master's programme at Manchester University. Blended learning is the bringing together of traditional physical classes with elements of virtual education. The paper focuses on one particular module of the degree and attempts to capture students experiences of using a…

Following a cognitive-developmental perspective, the Scholarship of Teaching & Learning is understood as a process of knowledge construction whereby knowledge claims are validated through reflection on teaching experience and educational theory. These reflective processes can be documented and peer reviewed. Teaching portfolios allow for the…

This book describes the theory and process of transformative learning (TL) and presents practical strategies for fostering and supporting TL. In chapters 1 and 2, TL is placed within the broader context of adult learning and Mezirow's 1991 theory of TL is presented. Chapter 3 examines the following: TL's relationship to the instrumental,…

This paper addresses the question of how teachers learn from experience during their pre-service course and early years of teaching. It outlines a theoretical framework that may help us better understand how teachers' professional identities emerge in practice. The framework adapts Vygotsky's Zone of Proximal Development, and Valsiner's Zone of…